Lesson: Place Fractions, Decimals and Percents on Number Line

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Lesson Objective

SWBAT place fractions, decimals and pecents on a number line. SWBAT compare and order fractions, decimals and percents.

Lesson Plan

 

AIM:  SWBAT place FDP on a number line.  SWBAT compare and order FDP.

Element/Time

Teacher

Student expected response

Do Now

(8:30 – 8:40)/(10:00 –10:10)

·         Walk around and check students do now responses or HW – remediate as necessary.

·         PLAY MUSIC??? 

·         Come in silently, begin work right away

·         Work on 2-4 spiraled review problems

·         Work on Mental Math

·         Check HW when finished

·         Read/Study if finished early

HW Check

·         Allow students to check both homework assignments by placing answers on the board

·         Check and remediate student HW

 

 

Mental Math

(8:40 – 8:50) /(10:10 – 10:20)

Review 1 – 2 strategies for mental math

Read string of problems for mental math

·         Share strategies and answers for mental math

·         Mentally calculate long string of numbers focusing on fact fluency

Mini Lesson

(8:50 – 9:25)/(10:20 – 10:55)

Opening/Hook:

·         Today we are going to continue to review in preparation for our test.  The review today will focus on number lines and comparing and ordering.  Take a minute to write down everything you can remember about comparing and ordering fractions decimals and percents and placing them on a number line. 

Intro:

§  Small Group/Large Group????

§  Today we have two aims that are very much related.  The first aim is to compare and order FDP.  Our second aim is to place FDP on a number line.  The reason that we are reviewing these together is because comparing and ordering our FDP is the first step to placing them on a number line. 

§  Notes template  - Comparing and ordering:  Fractions, decimals and percents

§  What are different ways to compare fractions?

o    If the denominators are the same, each piece is the same size.  The fraction with the larger numerator is the larger fraction because the numerators tell you how many pieces you have.

o    If the numerators are the same, the number of pieces is the same.  As the denominator increase, the size of the pieces decreases, so the fraction with the smaller denominator is the larger fraction.

§  How do we compare decimals?

o    Line them up by place value – start with the greatest place and move to the right.

 

§  Number Lines – number lines helps us put together everything we know about FDP equivalents.  As we know fractions, decimals and percents represent the points in between the whole numbers. 

§  One possible way to order fractions decimal and percents on a number line is to change all of the representations into decimals and then compare that way. 

§  Have students view some number lines with

Guided:

Large Number Line – place fractions, decimals, and percents on a number line.

v  First students will write all three representations for their number (write the other two that they are not given)  Then they will use the representation that bests helps them to think about where to place the number on the number line.  SW write different comparisons based on final number line and mix up representation

(i.e. students will compare one fraction to one decimal...or a decimal to a percentage)

Independent:

M/C Exit Tickets

Closing:

·         What did we learn about today?

·         Why did we learn it?

·         What will your work look like?

·         What are some common mistakes?

 Interim Review

(9:25 – 9:35)/(10:55 -11:05)

 

 





Tuesday

 

Standard 

6NSO.N2 – Compare and order positive and negative fractions, decimals and mixed numbers and place them on a number line

6NSO.N5 – Identify and determine common equivalent fractions, mixed numbers, decimals and percents. 

Aim/Objective:

Key Points

Place fractions, decimals and percents on the negative side of the number line. 

·         Fractions, decimals and percents name numbers that are parts of wholes.  On the number line, these numbers fall between integers.

·         The n

Assessment:

Exit Ticket

Points A, B, C, and D are shown on the number line below.

 

Which point best represents the location of ?

 

A.

point A

 

B.

point B

 

C.

point C

 

D.

point D

 

 

 

What number best represents the location of point A on the number line below?

 

 

 

 

Marta is plotting points on the number line below.

 

Between which two numbers should Marta plot –1?

 

A.

1 and 2

 

B.

2 and 3

 

C.

-2 and -1

 

D.

-3 and -2

 

 

 

Lesson

Intro: 

·         Fill in the blanks on number line (whole numbers)

·         Discuss with students how this is different/same as placing positive numbers on the number line

·         Discuss with students that placing negative numbers on the number line is very similar to placing positive numbers on the number line.  The only thing we need to be aware of is that it is “backwards”.

·         Prompt questions:  Between what two numbers does this fraction fall on the positive side of the number line? It will fall between the same two numbers on the negative side of the number line.

·         Discuss reasoning – show plotting opposites – 1/5 and negative 1/5 to relate to previous point.

·         Define interval

·         Walk through several more examples

·         Model labeling several number lines (between 0 and -1) with different fraction parts.  Shade in the fraction on the number line to help understand the visual and how it relates to pictures.

·         Identify equivalent fractions where appropriate

·         Look at number lines beyond 0 to -1. 

·         Identify improper fractions and mixed numbers on the number line and label

·         Students work in groups to label number lines, place points on number lines and identify points on number lines.

 

Notes:

Example #1

Can you find the missing numbers on this number line? Give it a try!!!

 

 

 


-5                                                                                                 0

 

The interval on the number line in the example above is __________.

 

Example #2

 
 

 

 

 


                  -10                                 -6                                                   0

 

 

The interval on this number line is __________.

 

Example 3:

 

On the number line below, use an interval of 20 to get from -40  to 80.

 

 
 

 

 

 

 

 


What number belongs at the right-most tick mark?

 

 

The interval on this number line is __________________. 

 

Each number on a number line shows                                                                                                                    _______

 

 

 

Negative Number Lines with Fractions and Decimals

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
     
     
     
     
     
     
     

Lesson Resources

U5 L4 Between the Lines Fractional Number Lines  
9,629
U5 L12 Between the Lines Negative Number Line  
2,288
U5 L9 Between the Lines Decimal Number Lines  
4,665
U5 L11 Between the Lines Negative Number Line  
2,006

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